How innovative and conventional curricula prepare medical students for practice in Sub-Saharan Africa: A comparative study from Mozambique

Frambach, Janneke; Manuel, Beatriz; Fumo, A; Groosjohan, Bernard; Vleuten, Cees van der; Driessen, Erik

doi:10.4103/1357-6283.210515

Cited by 8 publications

(6 citation statements)

References 31 publications

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“…There are many studies showing that problem-based learning and skill-based and community-based curricula prepare medical graduates better than discipline-based curriculum. 7,13 In response to difficulties encountered in daily work as house officers, the majority of house officers listed inadequate procedural and communication skills and felt unprepared for managing stress, anxiety, and handing over of tasks. Some of the graduates were reluctant in asking help from senior colleagues.…”

Section: Discussionmentioning

confidence: 99%

“…The performance of any medical school in terms of educational strategies and learning environment and competence of its graduates can be contributing factors that may guide any student toward deciding the preferences for the medical college that they may opt for. 7,8 The objective of the study is to evaluate the selfperception of house officers graduated from the high and relatively low merit medical schools from both public and private sectors regarding their preparedness to clinical practice. Understanding of this information will help to reform the curricula adopted in both public and private sectors of medical education.…”

Section: Introductionmentioning

confidence: 99%

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Preparedness of house officers for independent clinical practice: are we there yet?

2022

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Background and Objective: The essential goal of any medical school is to train medical graduates to work as independent clinicians. Inadequately prepared doctors put the well-being of patients at a great risk. The objective of the study was to evaluate the preparedness for independent clinical practice of house officers who graduated from medical schools with the traditional discipline-based curriculum, from both public and private sectors, and with high and low merit. Methods: A quantitative correlational study was conducted by using an already validated questionnaire. A total of 241 house officers who graduated from public and private sector medical schools from Lahore, Pakistan, with high and relatively low merit, were selected. The data from the filled responses were analyzed by using Statistical Package for the Social Sciences version 25. Results: Out of the 241 respondents, 152 (55.3%) were female and 89 (32.4%) were male. The mean age of the respondents was 24.19 ± 0.91 years. The difference in mean score between the public and private sectors was significant in the subscales of clinical skills, procedural skills, and patient management. Analysis of free-text responses showed a deficiency in procedural skills, communication skills, time management, and management of acutely ill patients in the emergency department in both classes of medical schools. Many graduates suggested early clinical exposure with hands-on training and the addition of modules of ethics and medical laws in the curriculum. Conclusion: The medical graduates lack pertinent training in professionalism, ethics, medical laws, and communication skills which may hamper their appropriate preparedness before dealing directly with the high turnover of patients during house jobs.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Preparedness of house officers for independent clinical practice: are we there yet?

2022

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“…However, our processes and observations may be useful to other institutions in Africa and elsewhere, facing similar challenges regarding undergraduate RM training in resource-constrained settings (such as adaptation to local priorities and complexities, limited time and human resources) Scaria 2004). We hope our process, described according to the KTA Framework, can serve as an innovative example to show the capacity of an African institution to respond to diverse and rapidly changing local requirements for rehabilitation evidence and practice (Frambach et al 2017).…”

Section: Aligning With Clinical Practice Using Easy-to-follow Fun Ele...mentioning

confidence: 99%

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

Khuabi¹,

Bardien²,

Beer³

et al. 2022

Human Functioning, Technology and Health

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published.v Research justificationThis book focuses on learning and teaching in rehabilitation sciences in an African context. This book is the second volume in the book series, 'Health, Functioning and Technology', and brings together the key themes of the series by focusing on how education can impact health and functioning through various innovative methods, including the use of technology. In this book, we discuss local contextual drivers for renewing rehabilitation professions curricula that support graduates to become competent, socially accountable and adaptable to change.

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“…Among the innovations considered by new medical schools are technological innovations, new models of assessment, and incorporation of community service-based learning. Yet the extent to which such innovations have been successfully and sustainably implemented has been less examined (Greysen et al, 2011;Mullan et al, 2011;Frambach et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

New medical schools in Sub-Saharan Africa –a cross-sectional survey of educational structures, operations, and policies

Shah,

Rose,

Rees

et al. 2023

Front. Educ.

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IntroductionAfrica does not have enough doctors despite having the highest continental burden of disease. Encouragingly, many new medical schools are opening and have begun to graduate doctors. However, the educational structures, operations, and policies of these schools remain poorly understood. This study aimed to better understand these dimensions of new medical schools on the continent.MethodologyWe developed and implemented an online survey covering topics that included admissions policies, curricular design, assessment, accreditation, faculty development, research capacity, postgraduate training, and COVID-19-specific challenges. The survey was sent to 130 schools of which 52 represented individually identifiable email addresses (the remainder being schools’ websites or generic addresses).ResultsResponses represented 10 countries (response rate ~ 56%). Curricula were mostly lecture-based (n = 18, 75%). Electronic platforms and information technologies were used by over 75% (n = 18) of schools. More than half have not implemented postgraduate training programs (n = 13, 57%). Most schools had a formal accreditation process (n = 16, 70%), but the source of accreditation varied. The biggest challenge facing schools was financial (n = 20, 87%) followed by faculty/staff recruitment, training, and retention (each n = 15, 65%).ConclusionNew medical schools in Sub-Saharan Africa are a gateway to the next generation of medical doctors in a region where medical professionals are desperately needed. This survey of new schools is an important step in better understanding their status and needs, especially with the onset of the pandemic.

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How innovative and conventional curricula prepare medical students for practice in Sub-Saharan Africa: A comparative study from Mozambique

Cited by 8 publications

References 31 publications

Preparedness of house officers for independent clinical practice: are we there yet?

Preparedness of house officers for independent clinical practice: are we there yet?

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

New medical schools in Sub-Saharan Africa –a cross-sectional survey of educational structures, operations, and policies

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